A Review of Video Modelling and Scripts in Teaching Conversational Skills to Individuals with Autism Spectrum Disorders

Abstract

Individuals with autism spectrum disorders (ASD) have difficulties acquiring social skills without direct intervention. This article provides a review of research on the use of video modelling and scripts to improve the verbal conversational skills of individuals with ASD. The studies reviewed included participants with a diagnosis of ASD and reported empirical data on some aspect of verbal conversation. Percentage of nonoverlapping data and percentage exceeding the mean metrics were calculated for each study and compared. Maintenance and generalisation data were also extracted. The results suggest that scripted interventions may be as effective as video modelling interventions and audio scripts may be more effective than visual scripts. Most studies focussed on relatively simple aspects of conversation such as initiating or responding. Nevertheless, the body of research is limited and further studies are needed to clarify these findings. Recommendations for future research and the limitations of this review are discussed.

A Systematic Review of Single-Case Research Studies on Using Video Modeling Interventions to Improve Social Communication Skills for Individuals With Autism Spectrum Disorder

“…One explanation for the slight difference in the PND values between our review and Bellini and Akulian’s might be the different inclusion and exclusion criteria and decision rules. Furthermore, the overall PEM mean score of 0.82 from our review was consistent with the PEM mean score of 0.82 as reported by Sng and colleagues (2014). Overall, our summative evaluation supports previous research in concluding that VM is an EBP for improving social communication skills of individuals with ASD using the WWC criteria.…”

“…These findings are consistent with those of studies that employed nonoverlapping metrics and concluded that VM interventions were effective in increasing social communication skills of individuals with ASD. The overall mean PND value of 0.74 from our review was similar to the mean PND value of 0.77 as reported by Bellini and Akullian (2007) and the mean PND value of 0.72 as reported by Sng and colleagues (2014) for using VM interventions to increase social communication. One explanation for the slight difference in the PND values between our review and Bellini and Akulian’s might be the different inclusion and exclusion criteria and decision rules.…”

“…Mason and colleagues (2012) found a large effect (IRD = 0.74, 83.4% CI = [0.71, 0.76]) for VMO-related interventions to improve social communication skills in individuals with ASD. Sng, Carter, and Stephenson (2014) conducted a review of 13 SCRD studies and calculated PND and PEM to examine the effectiveness of VM and scripts on the verbal conversational skills of individuals with ASD. Methodological rigor was evaluated using Horner and colleagues' (2005) SCRD quality indicators (e.g., description of participants and setting, dependent variable, independent variable, baseline, experimental control/internal validity, external validity, and social validity).…”

Are Extended Reality Interventions Effective in Helping Autistic Children to Enhance Their Social Skills? A Systematic Review

“…A range of outcomes have been targeted, such as turn taking, initiating interaction, recognising emotions and understanding theory of mind (Begeer et al, 2011;Matson et al, 2007;Rieth et al, 2014). Well-established interventions include Social Stories™ (Karkhaneh et al, 2010), video modelling (Sng et al, 2014), pivotal response training (Koegel et al, 2016), social skills groups (Reichow et al, 2012) and peer-mediated behavioural interventions (Laushey & Heflin, 2000). There is increasing evidence that, at least in some contexts, these interventions can help autistic children to utilise neurotypical social skills but the duration, generalisability and precise mechanism of change remains unclear (McConnell, 2002).…”

The Effectiveness of Video-Enhanced Activity Schedules in the Teaching of Science Experiments to Seventh-Grade Students with Autism Spectrum Disorder Who Benefit from Inclusive Practices

“…Alanyazında OSB'li bireylere yönelik yalnızca video model uygulaması kullanılarak yürütülen araştırmalar incelendiğinde, video model uygulamasının OSB'li bireylere matematik becerileri (Burton, Anderson, Prater ve Dyches, 2013;Jowett vd., 2012), tuvalet becerileri (Keen, Brannigan ve Cuskelly 2007), ev kazalarına karşı ilk yardım becerileri, soğuk içecek hazırlama ve sunma gibi günlük yaşam becerileri (Ergenekon, 2012;Gülsöz, 2014;Shipley-Benamou vd., 2002), iş görüşmesi yapma gibi iş ve meslek becerileri (Bahçalı, 2016;Rausa, Moore ve Anderson, 2016), oyun oynama becerilerinin öğretiminde (Besler ve Kurt, 2016;Lydon, Healy ve Leader, 2011;Reagon vd., 2006;Sancho vd., 2010), karşılıklı konuşma becerilerinin kazandırılmasında (Sherer vd., 2001;Sng, Carter ve Stephenson, 2014), sosyal etkileşim başlatma ve sürdürme becerileri (Alzyoudi, Sartawi ve Almuhiri, 2015;Nikopoulos ve Keenan, 2003Pektaş Karabekir, 2016;Wilson, 2013), taklit becerileri (Kleeber ve Mirenda, 2010;Rayner, 2011), üst geçit kullanarak karşıdan karşıya geçme becerisinde (Yavuz, 2017) ve yüz ifadelerini adlandırma becerilerinin (Akmanoglu, 2015) öğretiminde etkili olduğunu gösteren çalışmalar mevcuttur.…”